Statewide Psych Professional Learning Community - September 2022 Presented By: El Dorado SELPA Program Specialists
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Statewide Psych
Professional Learning
Community
September 2022
Presented By:
El Dorado SELPA Program Specialists
Welcome and Introductions
Marissa Jenny Katelyn
Thompson Moore James
Tell us who you are!
Type into the Chatbox your name and
your school(s)
Welcome Activity: Which llama/Alpaca are you today?
1 2 4
3
5
7
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Instructions: Rename Yourself
Rename yourself to include your Region FIRST, please use
these naming conventions:
• Sacramento, First Name, Last Name
• Bay Area, First Name, Last Name,
• LA, First Name, Last Name
• OC, First Name, Last Name
• SD, First Name, Last Name
Instructions: Chatbox • Click Chat in the meeting controls panel. • This w ill open the chat on the right of your screen. You can type a message into the chat box to Everyone in the meeting or click on the drop dow n next to To: if you w ant to send a message to a specific person. • W hen new chat messages are sent to you or everyone, a small preview of the message w ill appear on your screen and the Chat w ill flash orange in your controls
School Psychologist Academy Portal
https://charterselpa.org/school-psych-portal/
Meeting Agenda
• Introductions
• Discussion, Resources and Considerations
• MTSS, Mental Health Support & ERMHS
• Netw orking Opportunity
• Question & Answ er
MTSS, Mental Health Support
& ERMHS
History of Educationally Related
Mental Health Services
1974 - 1984 - AB 3632 Mandated 2022- Feds release one
California Interagency Collaboration time funds via American
Master between County Mental Rescue Plan with emphasis
Plan for Health and Education on mental health.
Special regarding IEP mental OSER/OCR revisits
Education health/counseling related supports in lieu of discipline,
services need for comp. ed.
1975 - 2011 - AB 114 Passes
Special and rendered AB3632
Education/ inoperable.
IDEA Law LEAs/Districts solely
Passes responsible for
mental
health/counseling
related service
IDEA/ Federal
Definition California Law
Law
Framework
Related Services Related Services
Assessment
Eligibility These related Psychological
Psychological Services
services may be Services
Goals
Definition required to help
a student with a Social Work
of ERMHS
Social Work Services
Services & Services
Providers
disability benefit
Compliance from Special Counseling Counseling &
Education. Services Guidance Services
BIPs
Individual
Threat Counseling
Assessment
LRE Parent Counseling &
TrainingDefinition
Framework
Assessment
Eligibility
Goals
Multi-Tiered
Services &
System of
Providers
Support
Compliance (MTSS)
BIPs
Threat
Assessment
LREDefinition
Framework
Tier 1
Assessment
Eligibility
Goals
Multi-Tiered Tier 2
Services &
System of
Providers
Support Tier 3
Compliance (MTSS)
BIPs
Threat
Assessment
LRETiered Levels Tier 1: Tier 2: Tier 3:
of Support Universal Supplemental Intensified
schoolwide focused on a intensive
grade student or intervention
classroom group focused on
individual needsTiered Levels
of Mental Tier 1: Tier 2: Tier 3:
Health Universal Supplemental Intensified
Support
SEL Targeted Intensive
PBIS SEL/MH Individualized
Intervention(s) MH supportsUniversal (Tier 1)
Examples
• Universal SEL curriculum
• School climate assessment
• Prevention/Wellness promotion
Tier 1: • School-wide behavior
Universal expectations
SEL • Acknowledge positive behaviors
PBIS • Data-based planning
• Circles
• Restorative practices
• Others?Tier 1 Universal Screeners • Review 360 (student internalizing behavior screener and externalizing behavior screener) • Student Risk Screening Scale (externalizing and internalizing) • Social, Academic, Emotional Behavior Risk Screener (SAEBRS; FBL) • Systematic Screener for Behavioral Disorders (SSBD) • Behavior and Emotional Screening Scale (BASC) • Youth Internalizing and Externalizing Problem Screeners (YIPS and YEPS) • Brief Externalizing and Internalizing Screener for Youth (BEISY) • Social Skills Improvement System- Screener (SSIS-S) • Strengths and Difficulties Questionnaire • DESSA- Mini
Supplemental (Tier 2)
Examples
• Targeted social skills instruction
• Group counseling/support groups
• Staff & family
• Community agency referrals
Tier 2: • Check-in/out
• Social academic instructional groups
Targeted
• Conferencing
Interventions
• Problem-solving circles
• FBA-> BIP
• Wraparound services
• OtherIntensified (Tier 3)
Examples
• ERMHS pursuant to an IEP
and/or;
• An individualized determination
Tier 3: for intensified support within an
Intensified MTSS model such as:
○ Individual Counseling
○ Group Counseling
○ Social Work Services
○ Parent Counseling & Training
○ Other?Tier 2-Tier 3
Depending on the MTSS framework within an LEA in conjunction with the individualized needs of
the student, individualized supports may be considered either Tier 2 or Tier 3:
● General education
student receiving
intensified school *it is recommended
based supports (not tied that individualized
to an IEP or 504)* supports be provided
and closely monitored
● Student with a section for a predetermined
504 plan who requires period of time to
intensified 1:1 services* determine whether
assessment may be
● Student w/an IEP who warranted
requires short-term
school based counselingNetworking Breakout
With your school site in mind, individually review the SEL tiers
document. Discuss any of the following with your group:
• How do students move through these tiers at your school?
• How might you use the tiered SEL structure to support collaboration with
your administration in making referrals for mental health services?
• Does your school have a clear process for determining section 504
services?
-If yes, how do you distinguish between considering 504 services or an
assessment for special education?
-If no, what steps can you take to begin developing this process?Share Out
Considerations
● A clear MTSS framework for MH supports can effectively support student’s well being and reduce
referrals for special education, the school psychologist can provide crucial perspectives in designing
these structures and supports
● Establish a pathway for determining Section 504 eligibility that apply to academic, behavior and social
emotional needs. Regardless of the methodology utilized to determine Section 504 eligibility, document
the data and sources of information used in making the determination (e.g., school based mental health
assessment information, private diagnoses, private assessments, behavior data, observations, etc.)
● Progress monitoring is a critical component of providing mental health services. For students without
IEPs, consider ways to track progress. At what point will a referral for special education be made?
● When determining school-based mental health services, consider how the students’ mental health
needs relate to their education:
■ How do the student’s mental health or behavior needs manifest educationally?
■ How is the student’s learning and school performance impacted by mental health challenges?
■ How are the student’s grades, attendance, behaviors, discipline, relationships, and social
involvement impacted?ERMHS & Provider Requirements
Questions, Questions, Questions
Questions, Questions, Questions (cont.) Q: What is the difference between an ERMHS assessment and a Social-Emotional assessment when completing a Psycho-Educational evaluation? A: The purpose of the ERMHS assessment is to examine areas of social-emotional need and determine whether educationally related mental health services are required in order for the student to access their education. If needed, ERMHS assessment data informs the implementation of meaningful effective and evidence- based interventions. Assessment data collected during the assessment is used to update present levels, determine eligibility for ERMHS services, write ERMHS goals and make an informed recommendation to the IEP regarding the appropriate frequency and duration of services.
Questions, Questions, Questions (cont)
Questions & Answers
Resources School Psychologist Portal
https://charterselpa.org/school-psych-portal/
• ERMHS Program Guidelines
• ERMHS Service Description
and Provider handout
• ERMHS FAQ for School
Psychologists
Charter SELPA website
www.charterselpa.org
• SST Guidelines
• Section 504 GuidelinesResources (cont)
Collaborative for Academic
Social Emotional Learning
(CASEL)
● www.casel.org
SEL Programs:
● www.casel.org/guide/programsResources (cont.) Free Social Emotional
Assessment tools:
https://soundsupportsk1
2.com/wp-
content/uploads/2014/08/Sum
mary-of-Free-Assessment-
Measures-And-Google-Doc-Link-
to-Measures-Saved.pdfUpcoming PL Opportunities
Upcoming DCN Training Opportunities
Social Emotional Learning Creating Effective BIPs- Part 1 Creating Effective BIPs-Part 2
9/30/22 10/28/22 12/1/22DCN PL Offerings:
● Social Emotional Learning (9/30) ● ADHD: What it is and what it isn’t
● Behavior Supports for the Whole (1/13)
Class (10/24) ● California Dyslexia Guidelines
● Creating Effective BIPs- Part 1 (1/20)
(10/28) ● The Impact of Trauma (2/7)
● Creating Effective BIPs- Part 2 ● How to Interpret Psycho-Ed
(12/1) Reports for Teachers (2/14)
● Function to Reinforcement: A ● Interdisciplinary Assessment of
deep dive to the how and what Girls with Suspected Autism
of difficult behavior (12/2) (2/24)
● A Culturally Responsive Approach
to Working in Schools (4/27)
● Interventions for Anxiety, Stress,
and Trauma (5/1 & 5/2)EdWell Training
CA Practitioners Guide for Education ELs with Disabilities
Afterschool Special with Heather Edwards
Save the Dates! School Psychologist PLCs 22-23 9/22/22 12/8/22 2/9/23 5/9/23
Psych PLC Feedback Survey Link
Please complete a short survey regarding the session today:
https://forms.gle/3SiFjaYn25t7hRSt6Thank you!
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